Unit 14 - Summary of Grammar Notes & Practice

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英语人教版九年级全册Unit14Grammar focus——4b

1 students read the words of 14.
2 students talk about their
lives at junior school and in the future one by one .
Let students
Review the contents that students have learned
1 Sscomplete 4b.
2Ss write their answers on the blackboard.
3 check with the teacher.
Let studentsreview tense that they have learned
Ssgo on reviewing tense
师生互动、探究新知
Step1 Grammar Focus
1 Teacher asks student to look atsentences inThe grammar.
2 teacher summaries.
3 ask students to read the grammar after the teacher.
九年级英语教学设计
课题名称
Unit14I remember meeting all of you in Grade7Section AGrammar (Focus—4b)
科目
English
年级
Nine班级Βιβλιοθήκη Class 9教学时间
May 1st,2015
执教教师
Wang Jingjing
课标要求
复习所学过的时态。
1 student look atthesentencesand try to summary

Unit-14-I-remember-meeting-all-of-you-in-Grade-7课文知识点详解

Unit14 I remember meeting all of you in Grade 7 重点词组1. remember doing sth. 记得已做过某事(表示动作已经发生)2. remember to do sth. 记得要做某事(表示动作尚未发生)3. win a prize 获奖4. meet the standard 符合标准;达标5. meet the needs 满足需要6. meet a friend 遇见一个朋友7. junior high school 初中；初级中学8. in a row 连续几次地9. play the keyboard 演奏电子乐器10. take a break 休息一会11. be patient with sb. 对…有耐心12. work out 解决,解答,算出13. no matter how 不管怎样，无论怎样14. put in more effort 更加努力15. look back at 回首; 回顾；回忆16. morning reading 早读17. overcome fear 克服恐惧感18. prepare for 为......做准备19. make a mess 弄得一团糟20. keep one's cool 保持冷静，沉住气21. enter / get into senior high school 进入高中;高级中学22. look forward to doing sth. 期盼/期望/期待做某事23. join the school swim team 加入学校游泳队24. go by (时间)逝去, 消逝25. with one's help 在某人的帮助下without one's help 没有某人的帮助26. believe in sb. 相信/信任/信赖某人27. attend the graduation ceremony 出席/参加毕业庆典28. First of all 首先29. be full of... 充满...30. be thirsty of ... 渴望/渴求...31. deal with ... 处理，对付32. be proud of... 以... 自豪/为...骄傲33. none of ... (三者或以上)都不，全部都不，没有一个34. be thankful to sb. 对某人心存感激；向某人表达感激35. ahead of ... 在...之前, 在...前面36. give up (doing) sth. 放弃...37. along with ... 连同..., 除...以外还38. be responsible for ... 对...负责39. set out开始; 出发; 启程40. separate from sb. 与…分别/分离重点句子1.What happened in Grade 7 that was special? 在七年级时发生了什么特别的事？2. How have you changed since you started junior high school?你上初中后有什么变化？I’ve become much better at speaking English. 我在说英语方面比以前好得多了。

Unit 14第4课时 (Section B 1a-1e)(教学课件)九年级英语全一册(人教新目标)

Post-listening
1e Prepare a speech for your graduation. Use the questions to help you. Present your speech to your group. How to write a speech? Let’s watch a video!
Post-listening
1e Prepare a speech for your graduation. Use the questions to help you. Present your speech to your group.
Beginning Thanks Ending
How have you changed since you started junior high school? Who has helped you most? What advice have your parents given you? What will you do after you graduate? What are you looking forward to?
04
Post-listening
Post-listening
Fill in the blank according to the listening material.
Today is the （1）_s_t_u_d_e_n_t_s_(student) last class . Bob thinks Mrs. Chen’s classes have been great and Mrs. Chen is glad （2）_to__h_e_a_r__(hear) that. Mrs. Chen thinks the future （3） _w__il_l_b_e__e_x_c_i_ti_n_g_(exciting). The students talk about what they want to do in the future. Bob hopes（4）_to__p_a_s_s__(pass) the exam to get into senior high school. Shirley wants （5） _t_o__g_e_t_ (get) into a music school. Ken is good at science and he （6）_w_o_n__(win) a prize for it last year. So he wants to be （7）a__n__astronaut. Anna is going to improve English(8)_s_o__th__a_t_ she can teach kids English in the future. Mrs. Chen believes in all of them. To celebrate the (9）_e_n_d___(末尾）of junior high , they are having a party. They ask Mrs. Chen to come, and she is happy to accept the（10）_i_n_v_i_t_a_ti_o_n___(invite).

人教版九年级英语Unit14教案

Unit14 I remember meeting all of you in Grade 7.Period 1 词汇学习课【学习目标】1.能够正确拼、读、写survey, row, standard等词汇。

2.通过自主学习与小组合作，掌握词汇的拼读记忆规则和相关的词型转化。

3.能够与他人相互学习，相互帮助，提升自己的英语水平。

【难点】：基本词汇的固定搭配1. Read after the tape player together, correct your pronunciation.2. Prepare for your word reading in groups, then have a competition, the others give them marks.3. Look at some pictures and say out the new words.4. Learn the forms of the words.5. Summary：1.掌握了本单元重点词shall, congratulate等的词形变化。

2. 通过对单词的合理拓展，注重新旧单词的区别和联系，更好的掌握了上述重点词汇。

6. Homework：1. 疯狂朗读记忆单词和相关词汇变化，准备第二天单词检测。

2. 完成Section A预习案自我反思：Period 2 Section A听说课(1a---2d)【学习目标】1.熟读Section A重点短语句子。

2.能够谈论并听懂有关初中毕业话题的对话。

3.分享过去的记忆和经历，懂得感恩。

1. Go through the study-guide2. Warming up: Share the pictures of our junior life.3. Practice:1). Check the things you remember doing at junior high school. Add more to the list.Practice in pairs using the information in 1a.2). Listening practice:(1). Work on 1b. Listen and match the memory with the person.(2). Listen again and answer the questions.1. What did Mary lose in Grade 7?2. Who helped her find it?3. Is Mr. Brown strict with his students?4. What did Peter have to do to meet Mr. Brown’s standards?3). Pair work: List some memories and experiences from junior high school. Share your lists with your partner.4). Work on 2a. Listen to the conversation. Check(√) the facts you hear. First, let Ss read the sentences. Then playthe record and check the answer.5).Work on 2b. Listen again. Match each question with the name of the person.6). Listen again and fill in the blanks.Lisa remembers they had a great _____ teacher. He gave clear ___________ and he was ______, too. Lukeremembers when That’s life _______ at school. They wrote a _____ to the band _______ to come. Junior high has been ______, but it has been a lot of __________.7).Work on 2c. Role-play a conversation in your group using the information in 2a and 2b.8).Work on 2d.(1). Listen to the dialog and answer the questions.Which teachers will they miss?What subjects do the teachers teach?What will they do to thank them?(2). Role-play the conversation and explain.4. Summary: 通过对话和听力练习后，能熟练谈论有关初中毕业话题的对话，分享过去的记忆和经历。

九年级英语unit14grammarfocus

Class Type ObjectivesKey structureUnit 14 Grammar FocusGrammarTo review the structures that learned before.To learn to express and use these structures into practice.1.Our team won the school basketball competition.2.I ’ve become much betterspeaking English.3.I think that I’ll have to study much harder for exams.4.I ’m going to join the school volleyball team.5.I remember being a volunteer.6. I used to take dance lessons, but I don more. ’t any7. I ’m looking forward to going to senior high school.Difficulties How to describe and express these important structures.Period1ProcedureLead-in Step 1Step 2 Step 3Show Ss the sentences below, paying attention to the italicized parts –simple past tense, present perfect tense and simple future tense.Free talk.Do you know the different tenses of these sentences? Can you find the differences of the verbs in different tenses? Talk with your partner and give a conclusion. Show Ss the different tenses of these sentences.Give Ss a conclusion about the different forms of verb in different tenses.Step 4Introduce to Ss about the differences between the present perfect tense and the simple past tense.Step 5 Step 6 Step 7Step 8Step 9 Step 10 Step 11 Step 12 Step 13 Step 14 Step 15 Step 16Step 17 Step 18Introduce to Ss about the differences between“be going to”and “will ”.More exercises about theses tenses.Show Ss the sentences below, paying attention to the italicized parts with “remember, used to and look forward to”.Free talk.Can you find the uses of the verbs in these sentences?Talk with your partner and give a conclusion. Explanations about the uses of “remember, used to and look forwardto ”.Show Ss more details about“remember and used to”.More exercises about “remember, used to and lookforward to”.Show Ss some sentences in 4a and ask them to readthen try to find a timeline.Activity 4a.Ask Ss to number the sentences to make a paragraph.Ask Ss to read and complete the sentences.Activity 4b.Write your own answers to the questions.Writing.After answering the questions in 4b, try to write an articleabout the three years ’ life in junior high school. And then share with your partner.Show Ss the simple article about the writing.Ask Ss to write an article with the title “My Unforgettable Middle School Life . ”。

Unit14(Section A Grammar Focus-4b)(课件)九年级英语(人教新目标)

一般现在时
NOW 结构：do/does
用法
1.表经常发生的事情、存在的动作或状态 She sings with the band Crazy Boy.
2.表内心活动感情等 I don't think you are right.
3.描述客观真理 Birds fly in the sky.
4.表预定的行为
different in senior high school?
harder for exams.
一般将来时 What are your plans for next year?
I’m going to join the school volleyball team.
What do you rem一em般b现er a在bo时ut Grade 8?I remember being a volunteer.
2.表示发生在过去而对现在产生影响、
带来结果的动作
She has been to the United States.
3.表示过去发生的动作持续到现在，并可能还要延续下去.
I have learned English for 8 years.
标志性词汇
for + 时间段 / since + 过去时间点（从句）; already / yet / ever / never / just / recently / lately /so far / in the past few years
The train leaves at 9.
标志性词汇
every day, often, sometimes, three times a week…

人教版九年级英语全一册第14单元unit-14-I remember meeting all of you in Grade 7课件

Question
Answer
d ____ 1. Who wants to study medicine? a. Luke
c ____ 2. Who told someone to take
a break from runnning?
b. Brian
b ____ 3. Who hurt his or her knee?
_w__in_n_i_n_g__a_b_a_s_k_e_t_b_a_ll_c_o_m__p_e_t_it_io_n__. _________________
_p_u_t_t_in_g__a_p__la_s_t_ic__sn_a_k__e_in__to__a_c_l_a_ss_m__a_t_e’_s_d_e_s_k_._______
with you in math class. She helped you to work out the answers yourself no matter how difficult they were.
Clara: Yes, and Mr. Brown guided me to do a lot better in science. He always took the time to explain things to me clearly whenever I couldn’t understand anything. Who will you miss?
Read the conversation and then answer the questions. 1.What are they talking about?
They are talking about the teachers who they miss most after junior high school.

英语人教版九年级全册Unit14 Grammar focus

九年级语法课
介词教学设计
课型：语法课
课题：介词
时间：45分钟
设计者：陈金炎
教材内容简析
中考有关介词都有考查，主要考查固定搭配及表时间、地点、方式等的介词，一般在单选或完型中常见。
学情分析
固定搭配记忆能力较差，表示时间、方式、地点、方位的介词用法不能很好的区别。
教学目标
知识目标：1.掌握介词的含义。
2.记忆和运用有关介词的固定搭配。
2.Review theprepositional phrasesby category.
1.Challengethem.
2.Readthe prepositional phrases.
通过小组竞赛，激发学生思考能力，培养合作精神。
Step6Group competition
Makea competition and select the winning team.
3.掌握一些常用介词的辨析。
能力目标：所学的常见介词的运用。
情感、态度与价值观：培养学生学习生活中用介词的自然性和习惯性。
教学重难点
1.掌握介词表时间、方位、方式的基本用法。
2.能够区分一些易混介词。
3.熟练运用介词短语。
教学方法
任务型教学方法，小组合作。
辅助教具
利用多媒体等辅助教学。
教学过程
教学步骤
2. exercises
1.listen carefully
2. do exercises
复习中考常见介词，为接下来的介词短语复习做铺垫。
Step5 The review ofprepositional phrases
1. Competition.
See which groupcan write the most prepositional phrases.

Unit14-知识点归纳-2021-2022学年九年级英语人教版全册

U n i t14一、重点词组与句子Section A1. win a prize 获奖2. remember doing sth. 记得做过某事3. be strict with sb. 对某人严格要求be strict in sth. 对某事严格要求4. help sb. with sth. = help (sb.) do sth. 帮助某人做某事with the help of sb. = with one’s help 在某人的帮助下without one’s help 没有某人的帮助help oneself to sb. 随便吃……help sb. out 帮助某人解决难题（摆脱困境）can’t (couldn’t) help doing sth. 情不自禁地做某事；忍不住做某事5. learn about 了解；知道learn from sb. 向某人学习learn … by oneself = teach oneself 自学6. advise doing sth. 建议做某事7. advise sb (not ) to do sth. 建议某人（不）做某事advise sb. on / about sth.关于…给某人忠告/ 建议8. take the medicine 服药the medicine for 治……的药9. on sb’s instructions 遵照某人的指示10. be patient with sb. 对某人有耐心be patient of sth. 忍耐某事11. work out 解决；算出；结果为work out fine / well 奏效；效果很好12. no matter what = whatever 无论什么；不管什么no matter how = however 无论怎样；不管怎样no matter where = wherever 无论哪里no matter who = whoever 无论谁；不管谁no matter when = whenever 无论什么时候13. guide sb. to do sth. 指导某人做某事guide sb. to + 地点名词指引某人去某地14. encourage sb. to do sth. 鼓励某人做某事encourage sb. in sth. 在…方面鼓励15. put in 投入；花费put off 推迟；拖延put out 伸出；扑灭put on 穿戴；上映put … down 记下；放下；镇压put away 把……收起来放好put … into …把……翻译成……put back 放回；把（钟）拨慢；推迟；阻碍put one’s heart into 全神贯注于；用心去做put up with 容忍put up 张贴；举起16. prepare for = get ready for 为……作准备prepare to do sth. = get ready to do sth. 准备做某事17. make a mess 弄得一团糟in a mess 乱七八糟18. get … from …从……得到……get to 到达get angry 生气；发怒get in/on 上车get off 下车get good grades 取得好成绩19. have problems with sth. = have problems (in) doing sth.= have trouble / difficulty (in) doing sth.做某事很费劲/ 有困难；在某方面有困难20. go by （时间）过去；消逝1. Which teachers will you miss the most after junior high school ? 初中毕业后你最想念哪几位老师？2. I know that Mrs. Lee was always patient with you in math class.我知道在数学课上李老师总是对你很有耐心。

九年级英语unit14作文范文

九年级英语unit14作文范文The importance of learning English cannot be overstated in today's globalized world. As the most widely spoken language internationally, English has become the lingua franca for business, academia, and cultural exchange. For students in grade 9, the study of English through the curriculum's Unit 14 offers a valuable opportunity to develop their language skills and prepare for future success.One of the key aspects of Unit 14 is the focus on developing students' reading comprehension abilities. Through exposure to a variety of authentic texts, from news articles to literary excerpts, students learn to extract meaning, identify main ideas, and analyze the author's purpose and perspective. This not only strengthens their overall understanding of the English language but also cultivates critical thinking skills that are essential for academic and professional pursuits.In addition to reading, Unit 14 emphasizes the importance of effective written communication. Students are challenged tocompose well-structured essays, letters, and other forms of written expression, learning to organize their thoughts, use appropriate vocabulary and grammar, and convey their ideas clearly and persuasively. This practice not only enhances their writing skills but also helps them develop the confidence to express themselves in English, a valuable asset in an increasingly interconnected world.Another crucial component of Unit 14 is the development of oral communication skills. Through activities such as group discussions, presentations, and role-playing scenarios, students learn to articulate their thoughts, engage in constructive dialogue, and adapt their language to different contexts and audiences. These skills are not only essential for academic success but also crucial for navigating the professional landscape, where the ability to communicate effectively in English is often a prerequisite for advancement.Beyond the practical applications of the language, Unit 14 also encourages students to explore the cultural aspects of the English-speaking world. By studying the customs, traditions, and perspectives of diverse English-speaking communities, students gain a deeper appreciation for the richness and diversity of the global community. This cross-cultural understanding fosters empathy, respect, and the ability to navigate the complexities of an increasingly interconnected world.Furthermore, the skills and knowledge acquired through Unit 14 have far-reaching implications for students' future academic and professional pursuits. As they progress through their educational journey, the ability to comprehend, communicate, and engage with English-language materials will be crucial for success in a wide range of fields, from science and technology to business and the humanities.Moreover, the proficiency in English gained through Unit 14 can open up a world of opportunities for students, enabling them to access a wealth of information, resources, and networks that are predominantly in English. This can lead to enhanced educational and career prospects, as well as the ability to engage with the global community on a deeper level.In conclusion, the study of English through Unit 14 in grade 9 is a crucial stepping stone in the academic and personal development of students. By developing their reading, writing, and oral communication skills, as well as their cross-cultural understanding, students are equipped with the tools necessary to thrive in an increasingly globalized world. The benefits of this educational experience extend far beyond the classroom, empowering students to become confident, adaptable, and successful individuals, ready to take on the challenges and opportunities of the 21st century.。

人教版新目标英语九年级(全一册)Unit 14《I remember meeting all of you in Grade 7》单元练习题附答案

Unit 14 I remember meeting all of you in Grade 7 第1课时(Section A 1a－3c)一、单词拼写。

请背诵词汇表，并默写单词。

名词：1.s________调查2．s________标准；水平3．r________一排；一列；一行4．k________键盘式；电子乐器；键盘5．m________方法；措施6．i________指示；命令动词：1.s________将要；将会2．o________克服；战胜3．g________毕业；获得学位形容词：c________体贴人的；关心他人的代词：o________我们的兼类词：d________ v．加倍；是……的两倍adj.两倍的；加倍的二、短语翻译。

请浏览教材，找出以下短语，并背诵之。

1．________ a row连续几次地2．be ________ with对……有耐心3．________ in more ________投入更多的精力4．look ________ ________回首(往事)；回忆；回顾5．make a ________弄得一团糟(一塌糊涂)6．________ one's ________沉住气；保持冷静三、完成句子。

请仔细阅读教材，补充完整下列句子。

1．I remember ________ all of you in Grade 7.我记得在七年级时见过你们所有人。

2．Pride of ________ fear.以克服恐惧为骄傲。

3．I'm trying ________ ________ my cool.我在尽力保持冷静。

单项填空。

( )1.Remember ________ to the post office after school.A．go B．going C．to go D．went( )2.Didn't you remember________ me two years ago?A．meet B．meetingC．to meet D．met完成句子，每空一词。

九年级英语Unit_14_I_remember_meeting_all_of_you_in_Grade_7.练习及答案_

I remember meeting all of you in Grade 7.练习附参考答案一、单项填空。

( )1.We are preparing ________ art festivals.A．on B．in C．for D．of( )2.They didn't go climbing Mount Tai ________ the bad weather.A．because of B．because C．so D．for( )3.Yao Ming retired but he didn't take a break ___ basketball.A．to play B．from playing C．for playing D．from play( )4.My math teacher always takes the time ________ difficult questions to us. A．explain B．to explaining C．to explain D．explaining( )5.—Who will you miss ______ after junior high school? ——My English teacher,Mr.Zhang.A．more B．the bestC．the more D．the most( )6.I remember ___ the classroom this afternoon, but now it is a real mess. A．cleaning B．clean C．to clean D．cleaned( )7.Yao Ming is the ___of Chinese.We are __of him.A．pride; proud B．proud; prideC．pride; pride D．proud; proud( )8.They decided to work harder and ________ more effort after their failure.A．put in B．putted in C．put on D．be put in( )9.Students stand hand in hand ________ a row. A．in B．on C．between D．of( )10.I believe that you can _____this problem by yourself.A．work in B．work outC．work on D．work at( )11.Tom has problems ________ English. A．learning B．to learn C．learn D．learned( )12.There will be a flower show in the park ____ we visited last week.A．who B．when C．what D．which( )1.The first thing __my brother is going to do is to write a letter. A why B．who C．that D．whose( )14.Have you read the book ____ is about the moon? A．what B．it C．/ D．which ( )15.There ________ a meeting tomorrow afternoon.A．will be going to B．will going to beC．is going to be D．will go to be( )16.Charlie ___ here next month. A．isn't working B．doesn't workingC．isn't goingto working D．won't work( )17.The teacher told us the sun ________ in the east.A．will rise B．rises C．willraise D．raises( )18.She lived there before she ___to China. A．came B．comes C．come D．coming ( )19.When ___ you have supper?—I ____ it half an hour ago.A．have; had B．do; have C．did; had D．will; had( )20.Mother ___ me a nice present on my next birthday. A．will gives B．will giveC．gives D．give( )21.We will go shopping if it __tomorrow.A．don't rain B．didn't rain C．doesn'train D．isn't rain( )22.He said the sun ___ in the east and ___ in the west.A．rose; set B．rises;sets C．rises; set D．rise; sets( )23. Mei __music and she__ to music now.Alike; listen Blikes; listens C．likes;is listening D．liking ; listening( )24.In Grade 8,Tim__different school clubs。

地道英语写作教程(下册) unit 14 memo, note, notice

● Make the subject heading as specific as possible. Include project names and numbers.
Introduction and analysis
Formatting, Paragraphing & Style
Begin with a statement of its purpose to help busy readers sort, prioritize, and file their correspondence.
5. You are Wang Xiaoyu, the secretary of English Department, please write a memo to tell all the teachers that the Department Assembly will be held on the next Thursday afternoon, January 10, 2011 in A406.
● Keep your message distilled to accessible language, no showing off.
Introduction and analysis Concluding a Memo
In the past, memos required no signature or conclusion other than “Please contact me if you have questions.” Today, it is common for memos to close like letters, with a “Sincerely,” and a typed name under a hand-written signature.

考研英语阅读unit-14

Unit 14Storms make trees take deeper roots.P art ADirections：Read the following texts. Answer the questions blow each text by choosing [A],[B],[C] or [D].Text 1When Julius Caesar made his triumphal entrance into Rome in 45 BC, he celebrated by giving a feast at which thousands of guests gorged on poultry, seafood and game. Similar celebrations featuring exorbitant consumption of animal flesh have marked human victories — in war, sport, politics and commerce —since our species learned to control fire. Throughout the developing world today, one of the first things people do as they climb out of poverty is to shift from their peasant diet of mainly grains and beans to one that is rich in pork or beef. Since 1950, per capital consumption of meat around the globe has more doubled.Meat, it seems, is not just food but reward as well. But in the coming century, that will change. Much as we have awakened to the full economic and social costs of cigarettes, we will find we can no longer subsidize or ignore the costs of mass-producing cattle, poultry, pigs, sheep and fish to feed our growing population. These costs include hugely inefficient use of fresh water and land, heavy pollution from livestock feces, rising rates of heart disease and other degenerative illness, and spreading destruction of the forests on which much of ou r planet’s life depends.First, consider the impact on supplies of fresh water. To produce 1kg of feedlot beef requires 7 kg of feed grain, which takes 1000 kg of water to grow. Pass up one hamburger, and you’ll save as much as water as you save by taking 40 showers with a low-flow nozzle. Yet in the U.S., 70% of all the wheat, corn and other grain produced goes to feeding herds of livestock. Around the world, as more water is diverted to raising pigs and chickens instead of producing crops for direct consumption, millions of wells are going dry. India, China, North Africa and the U.S. are all running freshwater deficits, pumping more from their aquifers than rain can replenish. As populations in water scarce regions continue to expand, governments will inevitably act to cut these deficits by shifting water to grow food, not feed. The new policies will raise the price of meat to levels unaffordable for any but the rich.That prospect will doubtlessly provoke protests that direct consumption of grain can’t provide the same protein that meat provides. Indeed, it can’t. But nutritionists will attest that most people in the richest countries don’t need nearly as much protein as we’re currently getting from meat, and there are plenty of vegetable sources — including the grains now squandered on feed —that can provide the protein we need.1. T he author cites the example of Caesar’s feat to suggest that[A] Caesar made a big triumphal entrance into Rome .[B] the victory was celebrated with various kinds of meat.[C] people think eating meat is a symbol of wealth and victory.[D] Caesar and his guests enjoy the feast with meet very much.2. The author compares meat eating to cigarette smoking because[A] both of them are personal habits.[B] they cost a lot of economic and social resources.[C] eating meat can be expensive if people like to smoke.[D] they can lead to some serious diseases.3. What can be inferred from paragraph 3?[A] To produce the same amount of beef needs 7000 times the weight of water.[B] The resources we need to make a hamburger equal to that of 40 showers.[C] As more water is used to raise poultry, water scarce regions will increase.[D] To control water deficit, governments will raise the price of meat.4. According to the text, which of the following is true?[A] Only a small part of the grain is directly consumed in the world.[B] Eating meat might be a symbol of richness in the future.[C] People today eat much more meat than what is necessary.[D] Many rich countries face the problem of fresh water shortage.5. Which is the best title for the text?[A] The change of food structure in America.[B] Water shortage caused by meat consumption.[C] The increase of meat supply around the globe.[D] The cost of meat consumption.Text 2I agree that the Canadian immersion and bilingual schools have been successful in producing functionally bilingual students. In the province of Manitoba, there are French, Ukrainian, and German immersion schools; Hebrew bilingual schools; and a school for native Indian students. English immersion programs are popular for students from the province of Quebec as well as from countries such as Libya and Japan. However, Mr. Whelpton’s suggested condition that teachers in these schools must be fully bilingual may be unnecessary. For example, primary teachers can and do function with a smaller vocabulary than secondary teachers.Secondly, it is doubtful that students will use English because they “understand and accept the objective of making English the language of the classroom,”which is a rather sterile motive. One reason that Canadian immersion programs work is because of the commitment to Whole Language Learning ,that is, children learn a language,(first or second),by using it to transmit or receive meaningful messages that are interesting, real and important.They want to make their needs and desires known and to understand the world around them. Immersion programs integrate language and content in an activity-based, child-centered manner so that the child is motivated to use the second language as a tool to transmit and receive messagesrelated to social and academic interests. In addition the second language is modeled throughout the school, is encouraged and rewarded, and thus becomes the language of choice. It is not necessary to “abandon” Cantonese; an immersion program should provide some daily instruction in the first language.Mr. Whelpton’s third argument that all the students in one class need to be at approximately the same level of English proficiency when they switch to English is unrealistic and unprofitable. How does a teacher group children who have a huge vocabulary but poor grammar skills and others who have correct grammar but a poor vocabulary?Also, suppose the students have similar language abilities but different learning styles! The odds are that a teacher, at any point in time, will be teaching at a level that is too difficult for one-third, too easy for one-third and appropriate for the final one-third of the students. Hence the concept of co-operative learning: students in heterogeneous groups with a mixture of personalities, talents and weaknesses (a more realistic reflection of life) learn better as they co-operate, instead of compete, and depend on each other for support and information. This type of learning environment frees the teacher from the traditional lecturing mode in favor of circulating, monitoring and challenging the students to make use of their different experiences to expand their knowledge and skills.6. The writer’s attitude towards the Canadian immersion program is[A] balanced. [B] unenthusiastic.[C] supportive. [D] critical.7.The word “sterile” (Line 2, Para 2 )is closest in meaning to[A] uninspiring. [B] unusual.[C] stereotypical. [D] uninformative.8. The Canadian immersion program has been a success because[A] it makes English the language of the classroom.[B] students in classrooms are at about the same level.[C] students can use their first language freely in classrooms.[D] it works towards real life goals of the students.9. According to the author the reality of classroom teaching is[A] more straightforward than Mr. Whelpton describes.[B] more difficult to control than Mr. Whelpton describes.[C] more lively than Mr. Whelpton describes.[D] more complicated than Mr. Whelpton describes.10. The author uses a colon (Line 3, Para 5) to[A] give evidence for the point made. [B] explain the term.[C] introduce the consequence. [D] provide a reason.Text 3The strongest case for globalization is the liberal one. It is almost never heard, least of all from governments or businessmen. International economic integration, on the liberal view, is what happens when technology allows people to pursue their own goals and they are given the liberty to do so. If technology advances to the point where it supports trade across borders, and if people then choose to trade across borders, you have integration, and because people have freelychosen it this is a good thing. Also, again because people have freely chosen this course, you would expect there to be economic benefits as well.By and large, theory and practice confirm that this is so. Adam Smith’s invisible hand does its work. People choose what serves their own self-interest, each of them making that judgment for himself. The result is that society as a whole prospers and advances spontaneously, not by design of any person or government.All kinds of qualifications and elaborations are needed, obviously, to fill out the argument properly. This survey will offer some of them in due course. But it is essential to understand one point from the outset. The liberal case for globalization is emphatically not the case for domestic or international laisser faire. Liberalism lays down no certainties about the requirements of social justice in terms of income redistribution or the extent of the welfare state. It recognizes that markets have their limits, for instance intending to the supply of public goods (such as a clean environment). A liberal outlook is consistent with support for a wide range of government interventions; indeed a liberal outlook demands many such interventions.But the starting point for all liberals is a presumption that, under ordinary circumstances, the individual knows best what serves his interests and that the blending of these individual choices will produce socially good results. Two other things follow. The first is an initial skepticism, at least, about collective decision making that overrides the individual kind. The other is a high regard for markets not as a place where profits are made, it must be stressed, but as a place where society advances in the common good.Why then are governments and business leaders rarely heard to put this case? Because for the most part they are not liberals. Perhaps it goes with the job that politicians of left and right, traditional and modern, have an exaggerated view of their ability to improve on the spontaneous order of a lightly governed society.11. What is the liberal’s understanding of the economic integration?[A] It is designed by the government.[B] It has nothing to do with technology.[C] It is people’s own choice.[D] It brings to people economic benefits.12. What does t he word “argument” (Line 1, Paragraph 3) refer?[A] People choose what serves their own self-interest.[B] Technology allows people to pursue their own goals.[C] Theory and practice confirm that this is so.[D] Society as a whole prospers and advances spontaneously.13. It can be inferred from Para 3 that[A] the global liberal is either domestic or international laisser faire.[B] liberalism requires social justice and the extent of the welfare state.[C] liberals can supply markets with a clean environment.[D] a liberal outlook demands many government interventions.14. The initial skepticism most probably thinks that[A] the combination of individual choices produces socially good results.[B] market is a place where society advances in the common good.[C] the individual knows best what serves his interests.[D] collective decision making overrides the individual kind.15. According to the text, who can be a liberal?[A] Adam Smith. [B] A businessman.[C] A business leader. [D] A politician.Text 4A couple of months ago, Blanca Nubia Chamorro, aged 12, found a ball in her village in southern Nicaragua. As she was playing, it blew up. Blanca now lies in hospital without her left arm and right hand.Years after all fighting has stopped, landmines continue to cripple people in countries that have savage wars, including Nicaragua, Cambodia and Mozambique. Afghanistan, where new fighting is now awaited, may still be the most heavily mined area in the world. Moreover, the vile contraptions continue to be planted by governments or rebels in some 25 countries. According to the International Campaign to Ban Landmines (IGBL), mines claim well over 15,000 victims a year in about 90 countries. At least matters are not as bad as they were. As they got together in Nicaragua on September 18th, the parties to the 1997 Ottawa convention which bans the use, production, stockpiling, sale and purchase of landmines had cause for congratulation. The ICBL was able to report that 185 square meters (46,000 acres) of mined territory was cleared last year; the number of producers has shrunk from 55 to 14 over the past few years; trade seems to have come to a halt; stockpiles are shrinking, with 27m mines destroyed; the number of new victims, while still high, is declining. There are now 120 full members of the convention, with another 21 on the way.Yet 240m landmines are still thought to be stockpiled in about 100 countries. The Ottawa convention requires members to clean up their arsenals within four years, but nearly 20 countries have not even started to do so. More to the point, most of the world’s landmines are held by countries that have declined to sign the treaty. Russia and America, two determined non-joiners, have stockpiles estimated at 65m and 11m respectively. Theoretically, the Ottawa convention is legally binding, but identifying the culprits, let alone enforcing the law, is not easy. Many members have not yet provided clear information about their landmines, an obligation under the convention. Monitoring what is happening to the mines is difficult and time-consuming and is not part of the convention: most of the work is carried out by the IGBL’s 115 researchers. And even when countries are found guilty, bringing them back into line depends on peer pressure, since no clear penalty system has been devised.Another troubling point is that the convention binds only governments. Yet landmines are a weapon of choice for rebels. The Nicaraguan meeting acknowledged that insurgents too should give them up. But it will take much more than peer pressure to get them to do so.16. The author’s purpose in writing Para.1 is[A] to make it interesting to attract the readers.[B] to show the tragedy that landmines produce.[C] to tell the reader a story of a pitiful girl.[D] to introduce something about landmines .17. Which of the following is true about landmines?[A] Mozambique and Afghanistan are among the most heavily mined areas.[B] In more than twenty countries, governments or rebels still use landmines.[C] The September 18th convention covers the use and sell of landmines[D] The landmine storage declines, thanks to the removal of many arsenals,.18. The IGBL congratulated because[A] a wide area of mined territory was found and the landmines were destroyed.[B] the reduction of producers caused the shrinking of landmine stockpiles.[C] trade of landmines had been stopped due to pressure from members.[D] the number of new victims in about 90 countries declined to a satisfying level.19. The phrase “on the way” (Line 10, Para 2) most probably means[A] planning to join. [B] planning to withdraw from the treaty.[C] planning to use landmines. [D] planning to abandon landmines.20. The underlined sentence in Para 3 shows that[A] many members haven’t reported their landmines clearly and timely.[B] surveying what is happening to the mines is difficult and wastes time.[C] it is difficult to put the culprits under penalty since the law is imperfect.[D] the convention binds both governments and rebels to plant landmines.Part BDirections:You are going to read a text, followed by a list of examples. Choose the best item from the list [A]-[F] for each numbered subheading (21-25). There is one extra item which you do not need to use.The high-tech revolution has inspired a seemingly endless stream of new and exciting electronic products that we just can’t live without. In fact, the dizzying speed of technological innovation can make last year’s must-have this year’s junk.And that’s the problem. The average life span of a personal computer has shrunk to around 18 months —and this had nothing to do with worn-out mice or damaged disk drives. Simply put, electronic products can become obsolete before you’ve even figured out how they work.21. However，out-fashioned electronic machines are disposed in ways disagreeable.Many end up in landfills and that is where the trouble really begins. Computer monitors can contain up to 3.5kg of lead and can actually be considered hazardous waste once they are no longer in use. Circuit boards in electronic products contain cadmium, chromium and mercury, all of which are toxic substances that can leach into groundwater if left in a landfill.22. Unfortunately, disposal problem is growing by the minute.In Europe, 6 million metric tons of electrical and electronic equipment were generated in 1998 alone, and that volume is expected to increase three to five percent per year — which means by 2010 it could nearly double.23. Actions are taken to answer the problem raised by techno-trash.24. Companies are searching for new ways of tackling disposal issues before they become a problem, thus eliminating the need for legislative solutions. One way to reduce waste is to avoid throwing this away in the first place. Many companies reuse parts from old products in new models. This is not cheating — it makes both environmental and economic sense.25. Electronic products garbage cannot necessarily be reined in during only one phase.IBM, meanwhile, recently unveiled programs in Canada and the U.S. that, for a small fee, will take back not just an IBM but any manufacturer’s computer. Depending on the age andcondition, the equipment will then be either refurbished and donated to charity, or broken down and mined for reusable parts and recyclable materials.[A] Canon, for example, has adopted a corporate philosophy known as”kyosei”. In Canon’s context it means “living and working together for the common good”—including a fundamental goal of achieving sustainable economic development and harmony between the environment and corporate activities. The company has even gone so far as to say that environmental assurance should come before all business activities, and that companies incapable of achieving such assurance do not deserve to remain in business.[B] In Japan alone, consumers throw away some 20 million TVs, washing machines, refrigerators and air conditioners each year.[C] In 1999, the recoverable ratio including closed recycling, was 97 percent for Bubble Jet ink cartridges in Japan.[D] The European Commission has proposed a directive that would require all electronic manufacturers to take back and properly dispose of all electronic products, regardless of their age. The details are still being ironed out, but some version of the directive will most probably become law in the next few years. Similar legislation is in preparation in the U. S. and has already been passed in Japan.[E] Old keyboards, monitors, organizers and CPUs are stashed away in the attic or forgotten in a corporate warehouse, taking up valuable space.[F] One concept，called “design for the environment”is in evidence at Kyocera Mita, whose Ecosys laser printers do not use disposable toner cartridges. Using advanced ceramics technology, these printers include a durable print drum with a super-hard coating that can produce up 300,000 pages of high-quality printing. Not only does this make ecological sense and keep cartridges out landfills, but also it saves the customer money.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese.Our age is in many ways unique, full of phenomena that never occurred before and never can again. They distort our thinking, making us believe that what is true now will be true forever, though perhaps on a larger scale. Because we have overcome distance on this planet, we imagine that we can do the same in space. 26)The truth is otherwise, and we will see it more clearly if we forget the present and turn our minds toward the past.To our ancestors, the vastness of the earth was a dominant factor in their thoughts and lives. No man could ever see more than a tiny fraction of the earth. Only a lifetime ago, parents waved farewell to their emigrating children, knowing that they would never see them again. Now, within one incredible generation, all this has changed. Psychologically as well as physically, there are no longer any remote places on earth. 27)When a friend leaves for what was once a distant country, we cannot feel that same sense of unchanged separation that saddened our forefathers. We know that he is only hours away by plane, and we have merely to reach for the telephone to hear his voice.When the satellite communication network is fully established, it will be as easy to see friends on the far side of earth as to talk to them on the other side of town. Then the world will shrink no more. 28)From a world that has become too small, we are moving out into one that will be forever large, whose frontiers will recede from us always more swiftly than we can reach outtoward them.Modern technology might seem to make even the solar system a comfortable homey place. You might think that such giant planets as Saturn and Jupiter would come to hold the same place in our thoughts that African and Asia do today. 29)Remember, however, that as soon as we pass beyond the orbit of the moon, a mere quarter-million miles away, we will meet the first of the barriers that will separate the earth from her widely scattered children — time.The wonderful telephone and television network that will soon cover the whole world can never be extended into space. It will never be possible to talk with anyone on another planet.30)The problem is the length of time necessary for the transmission of the message, which will take minutes or hours to travel, because radio and light waves travel at the rate of 186,000 miles a second and cannot be hurried up. In distances of more than a million miles, the time lag will be intolerable. Under such circumstances an exchange of verbal messages is possible —but not a conversation.做题点拨与全文翻译Part AText 1语境词汇1. gorge vt.贪婪地吞咽n.咽喉；山峡2. exorbitant a.过度的；极高的3. subsidize vt.给…津贴或补贴4. degenerative a.变质的；退化的；退步的5. divert vt.使转移；使得到消遣6. aquifer n地下蓄水层；砂石含水层7. replenish vt.补充8. provoke vt.激起，激怒9. attest vt.证明；作为…的见证10. squander vt.（指钱、财产等）浪费难句突破1.[Much as we have awakened to the full economic and social costs of cigarettes,] we will find we can no longer subsidize or ignore the costs of mass-producing cattle, poultry, pigs, sheep and fish [to feed our growing population.]【分析】复合句。

人教版九年级英语Unit1--14单元Grammar-Focus句子汇总 - 副本

他更喜欢可以演奏安静的慢音乐的组合。
What kind ofmovies do you like?
你喜欢什么类型电影？
I prefer movies that/ which give me something to think about.
我更喜欢可以给我深思的电影。
What kind of musicians does Carmen like?卡门喜欢什么类型音乐家？
Excuse me, do you know where I can buy some medicine?打扰一下，你知道我可以在哪里买药吗？
Sure. There’s a supermarket down the street.当然。沿着街有一个超市。
Could you please tell me how to get to the post office?
What kind of music do you like?
你喜欢什么样的音乐？
I like music that I can sing along with.
我喜欢能随之歌唱的音乐。
What kind ofgroups does XuFei like?
许飞喜欢什么类型的组合？
He prefers groups that/ which play quiet and slow songs.
当你第一次会见某人时你应该做什么？
You’re supposed to shake hands.
You’re not supposed to kiss.
你应该握手。你不应该亲吻。
When were you supposed to arrive?
你应该什么时候到达？